aqa gcse pe coursework netball

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Netball study - P.E coursework

For my course work I will be coaching netball.

About Netball

Netball is a fast skilful team game based on running, jumping, throwing and catching. Teams may consist of up to 12 players but only seven players may be on the court at one time, the extra players will be used if one of the players on court are injured or to tired. The aim of the game is to get the ball in the opposing goal ting as many times as possible throughout a match. The court is split by two lines that divide the court into thirds. At both ends of the court there is a shooting semicircle and a 10ft goal post with no back board. Each player has a playing position determined by the areas of the court where they may move. The playing positions are; Goal shooter (GS), Goal Attack (GA), Wing Attack (WA), Centre (C), Wing defence (WD), Goal Defence (GD), Goal Keeper (GK)

Position responsibilities

A bit about the rules

Centre passes

Centre passes are taken alternately by the C, after a goal has been scored.

All players must start in the goal thirds in their starting positions, except for the two C’s who stay in the centre third. The Centre with the ball starts with either one or both feet in the Centre Circle. The opposing Centre stands anywhere within the Centre Third and is free to move and mark players form within. After the whistle is blown the footwork rule applies to the centre. Both feet should be in the circle, but if a player has only one foot in the circle, the other mustn’t be touching ground outside the circle.

The players outside the centre third must run into the centre to receive the ball. A Centre pass must be caught or touched by a player in or landing in the Centre third, if this does not happen then it is considered over a third and a free pass is awarded to the opposing team.

After receiving a pass

When a player receives a pass they are not allowed to run/dribble the ball. However they may only bounce or bat the ball once to gain control.

Players have to be standing before they throw the ball.

Players have three seconds to make a pass or shot after catching the ball.

After receiving the ball, a player may land or stand on:

One foot – while the landing foot remains still, the second foot may be moved anywhere.
If a player lands with two feet (simultaneously), they can choose one foot to move, after it is moved the other is considered to be the landing foot, which can’t be moved until a pass is made.

Players cannot hop or drag their feet, as this will be considered as footwork.

Offside is when a player moves out of their own area. They can be pulled up for this whether they have the ball or not. A free pass is awarded to the opposing team.

Over a third

Balls may not be thrown over two third lines without being touched by at least one player; this will result in a free pass from the second third line the ball crossed.

The ball is considered out of court when it hits anything outside the court area. The ball is returned into play by a Throw-In, this is taken by the opposite team to the one which touched the ball last before going out of play. It is taken from a point outside the line where the ball left the court. The player taking the throw in must have their feet up to but not over the line. The 3 second rule applies when the player is in position and holding the ball.

Obstruction

If a player has the ball the defenders foot must be 0.9m (3ft) feet from the landing foot of the player with the ball. The defender can jump and spread their arms, as long as they do not move in towards the attacking player. The defenders are not aloud to deliberately block the attackers view by placing their hands in front of their face or eyes.

If a player does not have the ball the defender may be as close as they want, but not touching. The defender must have her arms in a natural position. They can’t be outstretched.

No player may contact an opponent, in such a way that interferes with the play of that opponent. If this happens it will result in a penalty pass being awarded to the opposing team.

When these rules are broken

Penalty pass/shot

If a penalty pass/shot is awarded the offender must stand out of play beside the thrower until the pass or shot has been taken. A penalty pass/shot is awarded when the obstruction or contact rule is broken.

The penalty pass/shot may be taken by any player that is allowed in the area.

If a free pass is awarded it may be taken by any player allowed in that area, as soon as they have taken up a stationary position. The pass may be taken by any player aloud in that area, but players in the shooting circle may not shoot.

A free pass is awarded for any other rule broken.

I may not need all of these rules/criteria in the sessions I plan, but I will be using them when I am watching the pre-test match to establish their weaknesses or areas to work on in my coaching.

I will be using 5 of the players from the school year 9 team, these will be the;

WA – Lianne

GA – Aimee

C – Kim

The year 9’s have played in the school team for about 2½ years and have experience of playing matches, but there is also still a lot they have to learn. The year 9’s should have a good understanding of all the rules as the majority of these rules will occur many times in their matches. I expect the year 9’s to be able to judge spacing and timing (3seconds). Off side shouldn’t be occurring within the game as the year 9’s should know exactly where they are allowed. The distance of which a person marking from is sometimes misjudged and they maybe pulled up for obstruction, but shouldn’t happen consistently at their level.

I have played Netball for around 7 years. I have played WA for my secondary school team since year 7 and in year 10 I played netball for North Cumbria U16’s. I have also played in a women’s league outside of school. This has helped improve my level of play and knowledge of the game. This will help my coursework and coaching as I have learnt a lot of different skills and tactics which I can use to help the year 9’s.

I am going to watch the team play a match. I will be assessing their individual weaknesses and the whole team’s weak points. This will help me establish their level of play. I will be able to identify the weaknesses as I have a good knowledge of the game and the rules.

After watching the team play I have gathered some important information on them;

Aimee seems to have trouble at getting away from her defender in the shooting area. She is quick, but doesn’t always use her speed when she needs to.

Zoe is a good shooter, however she is clumsy with the ball and finds it hard to find space to receive a ball in the shooting area, as she moves slowly when in the circle and is not always certain about her footwork.

Kim is not a fast player and she gives up too easily when she is trying to get free,

Lianne lacks confidence and like Kim she gives up too easily when it comes to getting free from her marker.

I have decided that I will be coaching a number of different methods that can be used for getting free from their marker. Being good at getting free from their marker is essential for maximising the chances of receiving passes down the court and winning a game. I thought that this was one of the players’ weaknesses and resulted in the passes being intercepted and possession of the ball lost. It is also very useful especially for the attacking players when it is their centre pass, they must be able to get away quick to receive the ball. I will also be coaching different centre pass tactics as I feel that they were losing the ball a lot even when it was their centre pass.

I noticed that Lianne and Aimee were not able to get away from their marker and therefore were not quick enough to receive the pass, because they weren’t fast enough, the centre passes were intercepted and possession was lost. The flaws that I have seen in their game will form the basis of my coaching and all of the skills I will coach will be based this.

I will be monitoring, assessing and evaluating the progress of each player during every session. I will be writing down the results, talking about which players have improved and why, which are not so good and why they are not improving.

I will see which players listen to what they are taught and which put it into practise and use the different methods of getting free and centre pass.

I will be planning 5 sessions for the year 9’s after school with the aim of improving the year 9 attacking players’ game .

I will be coaching the sessions inside on the netball court in the school gym. It would be better and we would have more room if we go outside, however the weather us cold and wet, which would not be pleasant for anybody. The courts would also be wet which would make them slippy. I feel by doing my coaching on the indoor court, I will get the most out of the players.

I will be using, 2 balls at a time. I will be using cones to mark out the areas and a stopwatch to time some of the drills.

Sessions

In each session I will be including a warm up and a cool down.

Warming up before any physical activity is very important. A proper warm-up helps raise the temperature in the muscles and makes them more flexible, this lowers the risk of injury. A warm up increases heart rate and blood flow around the body, warming synovial fluid making joints more mobile. A warm up should include some stretching of all the main joints to increase the range of movement and stops muscles, tendons, ligaments from getting strained. I will be doing a couple of different warm ups throughout my sessions as some are not as physically demanding as others. Doing upper body stretches as well as lower body ones before netball is important as playing netball is demanding on the player’s arms.

1 st warm up

General warm-up:

To begin the warm-up they will be doing a few minutes of light jogging around the netball court.

Then running from one end of the court to the other bending down and touching every line they come to. After that they will do side steps and raising their arms above their heads while moving from one end to the other. The last one will be heel flicks- running kicking feet up at the back.

This is a preview of the whole essay

Also while stationary I will get them to move their arms in circular motions making bigger and smaller circles, to loosen up their arms and shoulders.

This warm up stretches muscles and raises their temperature, increases heart rate and will get them ready for doing a lot of running around.

2 nd warm up Warm up Description: Cone Twist -20 cones are placed in the centre third (1/2 upside-down). Team A's challenge is to turn the cones the correct way up and team B vice versa. Time limit 30 seconds. This warm up is good for raising the heart rate, but does not have the same benefit to the muscles as the 1 st warm up, because it does not include standard stretches. It does however warm all muscles as they use their legs for bending up and down and their arms for turning the cone, and of course increases the heart rate and blood flow around the body.

A cool down is important to help the body recover after vigorous exercise. A cool down should include a slow gentle jog, this keeps blood moving around the body so that more oxygen can reach the muscles and help clear away lactic acid faster which stops the players muscle’s being too sore the day after. Stretching should be included in a warm down, this will loosen muscles, prevent stiffness as muscles get tight after heavy exercise.

My cool downs will be the same in each session. The cool downs will include a slow jog or fast walk to loosen muscles for a few minutes. Also a few static stretches, hamstrings stretch; standing with legs straight with feet shoulder width apart, bend at the hips forwards and lean down with arms as far as possible, trying to touch their toes, holding it for 5seconds and returning to standing position. To stretch quadriceps, stand on one leg, bend the other behind and hold into the body while standing tall and keeping the knees together, hold for 5 seconds, repeat on both legs. To stretch arms, bring one arm across the top of your body straight and with the other arm hold and gently push the straight arm in towards the body (do not hold the arm at the elbow), repeat on both arms.

In this 1 st session I will start by telling the players what they are going to do and make sure they know when they are expected to come to the sessions.

This session I will be using the 1 st warm-up that I described previously. Also I will be looking at how they perform this as an indication of how fit the players are and maybe reconsider certain parts of my other sessions, if I feel that they will be too physically demanding for the players.

The aim of this session is to improve the way and the effectiveness of getting free.

This session will be all about coaching the players how to get free and different methods of getting free. These are as follows:

A Straight Sprint– from their position, turn with both feet facing the direction of movement and sprint to the side of the opponent to give maximum space.

Starting on a line, I will shout go for them to sprint to the next line on the court.

How fast a player can sprint will determine whether or not they can get free. With practise players can become faster and maximise chances of getting away from opponents.

Change of Direction – Sprinting in one direction before turning on the balls of the feet to sprint in the opposite direction. On my command from the top line of the court they will sprint and when I shout turn, they will turn on the balls of their feet and sprint off again.

This method takes practise and is not always easy for everyone to do. Being able to change direction quickly is important, as not only do you lose the marker you can quickly adapt your direction to play, for example to receive a pass.

Change of Speed – vary the use of speed, finishing with a sprint. Don’t waste energy running fast all the time, jog then quickly change speed into a sprint to get away from a marker and receive a pass. When going through the change of speed method I will shout jog, then suddenly shout sprint and then walk. I will mix the speeds up to get them used to changing speed. This is a good method if your marker gives up easily or is not as fit as you, walking or jogging away when you see the direction of play change can give an advantage, putting a bigger gap between you then sprinting to receive a pass.

We will then finish of with a cool down that will take about 10minutes.

The Warm up they will be doing in this session will be the general one as it is more physical.

Reverse Pivot or Rolling Off – step to one side to draw the defender, pivot on that foot, make quick half turn with back towards defender and sprint in the opposite direction and in a semi circle.

They will go through this skill in pairs, I will shout go and the attacker will go

through the skill trying to get away from the defender. Then the players will

switch places.

Sprint/stop/Sprint – This is used when an opponent is faster than you, or it could be a fake and go. By faking a run this will confuse the marker and the player can get away to receive a pass. I will shout go and they will sprint, each line they come to they will make a clear stop then sprint on again.

Running the gauntlet

In a designated area, using lines or cones, the white team must attempt to dodge past each defending player. Defending players must only use sideways steps along the line in order to prevent them getting past. This makes the attackers improve their use of sharp and committed movements while practising their getting free techniques to lose the defenders. Changing round so everyone gets a few goes.

Play running the gauntlet, this helps them put into practise the techniques they have learnt in the last session. Hopefully they will improve and use what they know about getting free.

They will then do a good cool down as they will have been running a lot.

The aim of this session will be to work with the year 9’s and give them some different Centre pass tactics to try out, they can then decide which will work best for them and then work on it.

In this session I will be including the 2 nd warm up as the session isn’t very physically demanding and will not need a vigorous warm up.

I am going to coach centre pass tactics, I feel that knowing new tactics and knowing how to carry them out will be vital for the year 9 team, to help them improve further.

Centre pass tactics

There are different netball tactics, a lot depend on the strengths of the team and what the defenders are like. If the goal attack is good at sprinting then they will have a better chance of getting away from the defenders and receiving the ball quickly.

Getting free skills are very important in a centre pass, the quicker they get away the more chance they have of receiving the ball in the centre third and less chance of the ball being intercepted.

At a centre pass the attackers and C should be aware of who will most likely be able to receive the pass and know what will work best for them. If the GA is quicker and better at getting away than the WA therefore she should be the main person to receive a pass. Once the stronger attacker has been established then, the player needs to know where they are going to receive their pass.

The getting free tactics that I taught them in the previous session will help them greatly at a centre pass.

I will work with the WA, GA, GS and C in this session even though technically the GS cannot enter the centre third, Zoe occasionally swaps positions with Aimee (GA) so I thought that it would be just as useful to her as the other players. .

The 1st thing I am going to work on with them is where to receive the pass. The place I find is best to receive a pass is to the side of the centre.

Without using any defenders to start I will shout go and the WA will go first and sprint to the side of the C. She will be running forwards and outwards to give maximum space from the defender. The GA will then do the same on my command.

It is important that the centre is aware of where she is passing and that she doesn’t pass too soon. Timing is also essential for both the C and the receiver. The ball should be passed by the C before the WA/GA gets to the side of the centre, but not too soon that the player cannot reach it and the ball goes out of court. The WA and GA should sprint fast in order to get to the ball.

It is important on a centre pass like this one, that the players are able to read the pass, e.g. where it is going to be thrown to, how far it is from them and how fast they need to travel to get therer. They must not just run in a little and wait for the ball to come to them, they must move into the space where the ball is being thrown and receive it.

I noticed that when it was a centre pass, Aimee especially went to her starting position and stood right over near the side line. She does not have to stand there, she can stand wherever she likes along the line. I am going to tell the girls and suggest that they stand further into the middle of the court. On their centre pass the defenders stand inside of the person they mark, so if they move further towards the middle the defender are in the middle, so when the player sprints out to receive a pass the defender is further away and has less chance of catching up with the players .

I will be including a lot of running and quick movements so they will be doing the general warm up.

This session includes games for the players that will help them learn more about getting free. Especially their second game it will make them incorporate and use the skills they have been doing in previous sessions.

Using the four players they will pair up and decide a defender and an attacker.

In one third, a player pretends to move one way, and then sprints in the opposite direction to receive the ball from a feeder. After the feeder has passed the ball, she then has to do the same and try to receive the ball. Try to get 3 out of 5 passes in a row before possession changes.

Aimee and Kim are on one team and Lianne and Zoe will be on the other team.

This requires fast and swift movements and the knowledge of getting free. This will reinforce and improve their ability to get free.

Sprint dodge

In 3s. One player is the feeder.

The other two stand behind a line - 1 attacker, 1 defender.

To start with the defender must stay static. The attacker should stand behind the defender and run out to receive a pass. After a few passes the defender can start to move along a line, trying to intercept passes.

Once it is working well and they are comfortable with what they are doing they will switch around so that they all get to do different positions.

If it is not working well, I will introduce a command. When the command is shouted the feeder must pass the ball and the attacker must push straight out from the line immediately following the command. This requires timing and skill.

Hopefully the girls should be able to use the skills they have been taught in other sessions to succeed in theses games.

They will then do a cool down.

They will start with the general warm up.

The aim of this session is to enhance the player’s skills of getting free and then bringing in more players to make it harder and more realistic to a real game, so that when they play a game it is not a shock and they are used to having more players around.

In pairs, both players face each other. One player moves quickly from left to right, using small side steps and back steps. Their partner tries to keep up and shadow their movements. After repeating a few times and swapping positions, they will repeat it using a feeder as well and see if the player can get free and receive a ball when play is shouted. The feeder must throw the ball to a place where the player is sprinting to when play is started.

The shadowing game will help the players to get free. When the word play is shouted the players should get free quickly and take opportunities. This will show how quickly they respond to game, say if the ball started to come back up the court and they needed to get free they should be able to respond by reacting quickly (and first-before their marker reacts) and being in the right place to be available to receive a pass.

Odd mini-match

In 3 teams of 2 players. Using two thirds of the courts, 2 teams of two combine to play against the 3rd team. The two players must keep the ball between them and make it from the top of one third to the end of the other third. They will swap the teams of two around so that they all get a go at attacking.

This game requires a lot of movement away from players and quick skilful play between the attacking two.

This game involves more players than usual and will hopefully test the girls and how they use the skills they have learnt, they should be getting free quickly and responding to where other players are on the court and where the ball is.

By doing a warm up at the start of each session it was easy for me to notice the fitness of each player and how she improved

The general warm up gave me a better indication to how fit the girls are as it contains jogging and quite a lot of running while stretching the muscles.

Aimee has quite good fitness; however she did get out of breath too easily when she was jogging. This did get better over the weeks and in the last two sessions it was clear to me that her fitness had improved as she was significantly less out of breath. She did understand how to perform the stretches and performed the all correctly.

Zoe had good fitness and obviously does a lot of sport. She was only out of breath a little after the whole warm up. However she was not good at the heel flicks as she went too fast and was not kicking her heels far enough back. Even after I had shown her, she still found it difficult. When Zoe was doing the side steps she was not raising her arms up at the start, but in the last two sessions she did do it correctly and improved. Her fitness did not show any increases from the 1 st session to the last.

Kim has a rather below average fitness; she went quite red and got tired easily, because she was tired even after the jogging she made mistakes and lagged behind when they were bending down at the lines. She also made mistakes in the heel flicks and side steps; she did not put a lot of energy into them, especially in the side steps as she wasn’t raising her arms at above her head. Kim’s fitness did improve slightly towards the last session, however Kim should continue exercising and possibly do more sport than she is at present to improve her fitness more.

Lianne had poor fitness and got out of breath very easily and could not keep up with the running and stretching. This concerned me as she might not have been able to keep up with the other players and in the games in the sessions. Lianne showed determination and did not give up easily, she kept putting effort in and carried out the warm ups well. She did not make mistakes in the heel flicks, however she was slow.

All of the girls enjoyed the cone twist warm-up as it is competitive and is more like a game than a warm up.

Aimee and Lianne both enjoyed this game and really got competitive, they won the game and showed good team work. Aimee in particular worked very quickly as did Kim.

Even though the warm up only lasted 30seconds, it was easy to see which players were fitter than others. Zoe was the least tired after the game, then Aimee. Lianne was the least fit and that showed a lot as she was out of breath for a few minutes.

The first session went well, all the girls were interested in what they were doing and all the girls were on time.

I had watched the players before and this gave me good ideas of the abilities the girls have in the areas I was coaching, so they needed to listen to me and what they were going to do. They did listen and showed interest and enthusiasm about learning how to get free.

All of the girls picked up the methods quickly and performed them well, some better than others.

I used my previous knowledge of the game, and the methods to assess and score the players out of ten on different criteria in this session. Whilst watching them I could assess theirs skills and faults and will help them improve and give them the help if they should need it.

The players needed to perform the separate activities correctly, showing speed and the correct movements.

The player that impressed me the most was Aimee Lawson she was the quickest to understand and asked questions to make sure she was doing it right.

Lianne was the weakest player as she got tired and didn’t concentrate as much on the movements towards the end.

This table shows how I marked the girls and explains why I gave them these scores outlining their good points and bad points. These scores reflect what saw I and how well they performed the tasks and how they improved.

The table on the next page shows the marks I gave the girls and explains why I gave them these scores, outlining their good and bad points using my knowledge of the game and the set tasks. These score reflect how well they performed the tasks and how they improved from beginning to the end of the session.

>Reaction- I looked at the time it took them to respond after I shouted the drills, e.g. how long it took them to change direction, if they changed in the next stride they took (good reaction time), or it took them a couple or more strides. Also how fast they started to sprint or change speed after I shouted/whistle blew, if they hesitated or not, if they did this was a slower reaction time.

>Required movements- I marked them on how well they understood and carried out the new skills they were taught in this session.

>Speed- I marked them on the use of speed, how effectively they used their speed under different circumstances, how they changed speed and if there was a noticeable change in their jogging and sprinting.

>Improvement at the end- I was looking at how well they had improved from the first time they did each task to their final attempts after learning them.

It is clear from the graph that Lianne was weak in this session, with Zoe and Kim around the Same level and Aimee is clearly the strongest player in this.

This session caused a lot of confusion among the girls and they did not pick up on what they were supposed to do as quickly as I had hoped.

I had to go through the reverse pivot and running gauntlet activities twice. The main problem with the reverse pivot was getting the coordination of which way they were turning and which way they were running towards after they turned. So I introduced cones at the points where they have go around, such as the point where they needed to be at the end.

After introducing the cones the girls understood where they needed to be and quickly improved in speed and the effectiveness of getting free, some more so than others.

Aimee and Kim followed the instructions well and when they were doing the sprint/stop/sprint they responded quickly and made clear stops.

I think all the girls worked at the same level in this session, there were only small differences in their fitness and ability to keep up.

By the end of the session they showed me that they had learnt and remembered how to get free from the defenders and maximising the space through speed and skills during the running of the gauntlet. Some of the girls used a bigger range of tactics than others to dodge the defenders in running the gauntlet.

On the next page I have marked the girls out of 10 on many different areas of this session.

In this session I marked them on their….

>Use of coached movements – I marked them on the variety of skills they have been coached that they used to get free when running the gauntlet and the how effectively they used tactics to get free in the other drills, this included all the skills they had learnt in the previous session.

>Required movement- was how well they understood and carried out the new skills they were taught in this session, the main focus of this mark was the reverse pivot drill.

>Improvement at the end- I was looking at how well they had improved in all aspects of the session and whether they had taken on all the things I had coached, and used it.

>Speed- I marked them on the use of their speed, how effectively they used it under the circumstances e.g. when getting past defender.

This is a picture of Aimee doing the reverse pivot, she has just turned and is running in a semi circle, leaving Zoe behind.

Kim, Lianne and Zoe were weak in this session and didn’t perform very well, however Aimee got a good mark and was overall better than them in this session.

This session was focused on improving the whole team’s centre pass by coaching the key players involved in the centre pass. Although Zoe is the GS and is not involved in the centre pass, she occasionally changes positions with Aimee to be a GA so it was still important for her to be part of this session.

The girls were very happy to learn how to improve their centre passes. They agreed with me that this was one of their weakest parts of a match.

They were open to ideas and listened well to what they were going to do and the explanations behind it. They all understood why it helps to run out towards the side of the centre and the reasons behind moving closer into the middle when returning to starting positions before the centre pass.

The only major problem in this session was the timing of the pass being thrown and received. Kim (C) was mainly at fault for the timing issues. This was acceptable as they haven’t done it a lot before and it was a new method to learn.

After practising, a lot of talking, walking the girls through the steps and making sure they were comfortable with timing, they slowly started improving and by the end their positions and the timing were showing promising improvements.

In this session I marked them on their:

>Timing, as this was the key outcome of the centre pass. If they don’t time things right they would be more likely to lose possession. So I was looking for the timing of the player running into the centre third and to the position out to the side of the centre and whether the centre got the timing of the pass right to the position and if that was right they would have received the pass with no problems.

>Speed- this is important in order to get to the area where the ball is being passed and change the speed to receive the incoming pass.

>Space and ball awareness, I looked to see if the attackers used the width of the court, if they kept their eye on the ball to see where it was coming from and going. With Kim I looked for whether she was throwing the ball to the right place, and whether she was taking into account how far away the player was from her and where they were going.

This shows That Aimee received the pass far out to the side in the middle. Lianne has still only just caught up with Aimee as she is ready to pass the ball again.

The overall marks for the players in this session were very close, Aimee was only slightly better than Lianne. Kim was clearly the weakest player in this session.

In this session the girls all showed that they had improved in the effectiveness of getting free and the different ways they do this. They showed that they could put this into practise in semi-real situations on the court with defenders present.

Some of the girls however were working at a much higher level than others.

Aimee was one of them, she was faster than all of the other girls and was too good for them at times.

This session included defenders, so the girls switched roles to be defenders as well as attackers.

This proved to be hard for some of the girls that were not fast enough or comfortable with being the person trying to stop the other from getting the ball and making them tightly.

But it is useful for each player to learn this because even an attacker will have to do some defending at times in a game.

The passing from one attacker to the other in the first game was very varied in each player and nobody was particularly consistent with their passing. This included their actual pass, which meant some were to high some where too low and some did not go directly to the attacker. Also, their timing of the passes, Kim especially kept passing the ball too early in the first task when the attacker wasn’t away from the defender enough, meaning that the ball was intercepted alot of the time. Zoe was the opposite and didn’t pass the ball quick enough when the attacker was clearly free, leaving more time for the defender to catch-up and intercept.

Timing in the second task was important, the attacker had to run out and receive the ball as soon as she was free. The defender had to move fast enough to stop her from doing this.

When they where feeders some of the girls had timing problems, and weren’t passing the ball as soon as the command had being shouted and the attacker had got free.

This is while the girls are doing the dodging game, Zoe has received the pass after getting free from her defender.

I decided that I would encourage more defending in this session as the girls weren’t very good defending. This still worked with my original games that we were doing but I was going to ask them to put more effort into staying close and to defend a little more.

I encouraged the defender in the shadowing game to mark tighter when the attackers got better at getting free, this meant going a bit closer, which intimidated a couple of the players, which made them back off a little. I was looking for the attackers not to back away to get away from the defender but to stand their ground and use their speed and skills to quickly get free and away from them.

I was looking for quick, small movements in the shadowing game by both the attacker and the defenders, and good passing and ball direction.

The last task with the teams gave the girls a chance to show me how they have improved and how effectively they can use the skills they have learnt in all off the 5 session.

Most of the girls tried really hard in the mini-match, and with the exception of Kim at times, they al kept moving quickly and trying their hardest to get free and find space to receive passes away from their defenders.

I was looking at how strong the attacking and passes between the attackers is, as well as the strength of the defending teams.

Zoe and Aimee were the strongest at attacking, they were fast and made quick movements.

We used 2 players from year 10 to be the other two defenders to push the girls and to show them what it is like with players stronger than them. The girls worked hard to get free and used a lot of different ways of getting free, for example all of them used the change of direction at least once.

When I was marking the girls I was looking for them to use the full width f the thirds in order to make space for them, I did tell them to use the width before they started to play and all of the teams did and seemed to be much more aware of the width of the court.

Some of the passing was poor throughout the session and this was one of the areas that let Zoe and Kim down when they worked together in the Mini-match, they dropped the ball a lot and the passing was not accurate.

This is when the players are practising the shadowing skill. Zoe is being marked tightly and Aimee is ready to pass the ball when she manages to get free.

I think that my coaching went well, but if I were to do the coaching again with this team, I would do more activities on defending as they showed in the last 2 sessions that this was a weakness of theirs.

I had to explain the reverse pivot activity in session 2 twice, so that the girls could understand properly what they had to do. The girls found it difficult at first but by helping them and practise I did manage to get them doing it well. I would still include the same skill in this session if I did it again because it is very good to know how to fo this well in the game situation.

In session 3 I could talk more about contact at a centre pass along the lines, this would have helped the players know what they are allowed to do when someone contacts them.

I think that I should have done only 1 warm up the whole way through on each session as it would have been easier to analyse the player’s fitness. And by doing two warms ups, it made it more difficult for me to determine their fitness in each session as the effort and exercise varied in the two separate ones.

Alternatively I could have included a fitness test like the multi stage fitness test at the start and at the end, to see how their fitness improved over the weeks.

I would definitely spend more time on the reverse pivot as this is a really good way of getting free and if it is learnt correctly it will be very beneficial in a game situation.

I think I needed to explain certain bits of my sessions more clearly and do more examples at the start so they could understand better. For example show the girls where I wanted them to run to in session 3, and run through it, showing them the speed I wanted them to come away from the line at and where I wanted them to receive the centre pass.

Something I think I should have done, would have been to watch more than one of the teams competitive games before planning my sessions, this would have given me a wider range of information to work with and may have changed some of my session plans if I had seen more problems within their game.

I watched the girls after the sessions had finished in a competitive match with Keswick School.

I saw good improvements in their overall game in the attacking end. They were moving a lot more and I saw Lianne changing her speed to get away from a defender, also Aimee changing direction quickly. They were all much better at getting free and all used the court much more.

I did notice that although nearly all of their centre passes were successful, they were marked heavily towards the end of the game when the opposing team realised the centre was only passing to the attackers. If I had more sessions with the girls I would involve more, if not all of the team and coach the defence, the same centre pass tactics. This would mean more options and a more successful game. This would improve their game and would give Kim more options of who to pass to. I feel that she would be capable of making the right decisions of who to pass to or who is the strongest or less likely to be intercepted.

One thing that I wanted to coach from the beginning after watching them play was backline passes as I felt it was a weak part of their game and they lost possession a lot in this area. Now that the girls have improved their main problems of centre passes and getting free, it was apparent that is was a main problem in the Keswick match I observed.

If I was to do the sessions again I would work on this, even if it was just for one session, I feel they could improve this and make their game even better.

I was disappointed to see that none of the girls regularly shouted for the ball or signalled with their hands to where they wanted to receive the ball, this may have been because they didn’t know how to signal or some don’t fully understand. I think their mini match and regular matches in general would benefit from them learning this and also using their voice more to shout for the ball.

If I was to do the course work all over again I would do some things differently, and coach the girls more skills, to get the best outcome from them for their game.

I think that my planning went well. Watching the girls really helped me to determine what I was going to put into my sessions and what I was going work on with them. By being able to see their weaknesses meant that I could plan my sessions around that instead of working on parts of their game that didn’t need to be improved.

In my implementation I think that the theory of what I planned was good. It was planned around the team’s problem areas and would in theory build on them as the weeks progressed. I do however think that I could have fitted different skills into my sessions by taking out some of the games or drills that focused on getting free in the last couple of sessions. Such as the sprint dodge, as the main points behind that drill were covered in the session 3 while learning about centre pass techniques. Also I could have planned an extra session and spread out the sessions a bit more as some are cramped ma not have given the girls enough time to take in all the skills.

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Netball - Know the Game by

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GCSE Physical Education

Specification
Planning resources
Teaching resources
Assessment resources
Introduction
Specification at a glance
3.1 The human body and movement in physical activity and sport
3.2 Socio-cultural influences and wellbeing in physical activity and sport

Scheme of assessment

Non-exam assessment administration
General administration

Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers

This specification is designed to be taken over two years.

This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series.

GCSE exams and certification for this specification are available for the first time in May/June 2018 and then every May/June for the life of the specification.

All materials are available in English only.

Our GCSE exams in Physical Education include questions that allow students to demonstrate their ability to:

draw together their skills, knowledge and understanding from across the full course of study
demonstrate their understanding of the relationships between theory and practice
provide extended responses.

For example, Papers 1 and 2 contain extended response questions. An extended response is evidence of sufficient length to allow students to demonstrate their ability to construct and develop a sustained line of reasoning, which is coherent, relevant, substantiated and logically structured.

Aims and learning outcomes

Courses based on this specification should encourage students to:

be inspired, motivated and challenged, and enable them to make informed decisions about further learning opportunities and career pathways
develop knowledge, understanding, skills and values to develop and maintain their performance in physical activities and understand the benefits to health, fitness and well-being
develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance
understand how the physiological and psychological state affects performance in physical activity and sport
perform effectively in different physical activities by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas
develop their ability to analyse and evaluate to improve performance in physical activity and sport
understand the contribution which physical activity and sport make to health, fitness and well-being
understand key socio-cultural influences which can affect people’s involvement in physical activity and sport.

Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE Physical Education specifications and all exam boards.

The exams and non-exam assessment will measure how students have achieved the following assessment objectives.

AO1: Demonstrate knowledge and understanding of the factors that underpin performance and involvement in physical activity and sport.
AO2: Apply knowledge and understanding of the factors that underpin performance and involvement in physical activity and sport.
AO3: Analyse and evaluate the factors that underpin performance and involvement in physical activity and sport.
AO4: Demonstrate and apply relevant skills and techniques in physical activity and sport. Analyse and evaluate performance.

Assessment objective weightings for GCSE Physical Education

Assessment weightings.

The marks awarded on the papers will be scaled to meet the weighting of the components. Students’ final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.

Non-exam assessment (NEA): Practical performance in physical activity and sport

The non-exam assessment (NEA) aspect of this course requires students to develop their ability and aptitude in physical activities, demonstrating appropriate skills and techniques outlined below. This aspect of the specification requires students to:

demonstrate skills in physical activity and sport, applying appropriate technique(s)
demonstrate and apply appropriate decision making skills, strategies and/or compositional ideas within physical activity and sport, taking into account personal strengths and weaknesses
demonstrate ideas and problem solving solutions in spontaneous and/or pre-determined ways whilst under pressure in physical activity and sport
use appropriate physical characteristics/attributes (eg strength, stamina, speed, agility, flexibility, coordination) to achieve successful performance in physical activity and sport
demonstrate psychological control (eg arousal, anxiety, aggression) to achieve successful performance (and fair play) in physical activity and sport
adhere to ‘rules’, health and safety guidelines, and consider appropriate risk management strategies in physical activity and sport
analyse and evaluate performance to bring about personal improvement in physical activity and sport
applying team strategies and/or compositional ideas taking account of the strengths and weaknesses of fellow team member(s), as appropriate
showing awareness of, and responding to, the actions of other player(s)/performer(s)
communicating effectively with other player(s)/performer(s)
demonstrating their individual role in achieving the collective outcome.

Although students will not be assessed on each of these skills individually, they are all inherent to their overall performance. They will be assessed holistically using levels of response mark schemes provided.

There are two aspects to the NEA:

performance assessment (practical performance)
performance analysis assessment (analysis and evaluation).

Performance assessment (practical performance) – 75 marks

Students are required to be assessed in three different activities in the role of player/performer only.

One of these assessments must be in a team activity, one assessment must be in an individual activity, with the third assessment being in either a team or individual activity.

Students can only be assessed in activities identified in our specification, which are those stipulated in the Department for Education’s GCSE PE activity list . Students cannot be assessed in any other activity.

Students can only be assessed once in any activity, including where an activity is included in both the individual activity list and the team activity list. Eg they may not be assessed in both doubles tennis and singles tennis.

Students are required to be assessed on their skills in progressive drills (Part 1) and in the full context (Part 2) for each of their three activities.

Students must be assessed using the specified criteria for each activity. They must be assessed holistically on their overall performance for Part 1 (skills) and for Part 2 (full context) using the levels of response mark schemes provided for each activity.

Students’ performances should be marked at the level at which they can perform consistently, so that they are able to replicate that level during moderation.

Part 1 – Skills (10 marks per activity)

Students must demonstrate their ability to develop and apply the core skills/techniques in increasingly demanding and progressive drills in each of their three chosen activities. Progressive drills may start with the skill in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills. This must not be in the full context of the activity.

Students will be assessed holistically based on the overall performance of all of the core skills/techniques listed for each activity, in increasingly demanding, progressive and competitive drills.

Schools and colleges are reminded that students should adhere to the rules appropriate to the activities undertaken and be actively encouraged to take ownership of appropriate risk management strategies to reduce the chances of injury to themselves and/or others.

The effectiveness of communication in team activities will inevitably contribute to the success or failure of the overall performance. As a result, the effectiveness of this skill will be encapsulated in the outcome of the performance as a whole.

Students will be assessed using the levels of response grids provided for each activity.

Part 2 – Full context (15 marks per activity)

Students must demonstrate their ability to apply the core skills/techniques, specific to their position where appropriate, in the full context of each of their three chosen activities.

Students must be assessed holistically, based on the performance of the listed skills/techniques in the full context of each activity.

Students must adhere to the rules appropriate to the activities undertaken and be actively encouraged to take ownership of appropriate risk management strategies to reduce the chances of injury to themselves and/or others.

Students must be assessed using the levels of response grids provided for each activity.

Team activity list

Individual activity list, disability/specialist activities.

A number of specialist activities are included in this specification in line with the Department for Education's (DfE) GCSE activity list for physical education . DfE and Ofqual have agreed that the awarding organisations can jointly consider additions to the permitted activities for reasons of accessibility and inclusion on a periodic basis. The use of these activities for assessment is dependent upon the student(s) in question meeting the classification requirements for the activities, as stipulated by the relevant governing body. Students without a disability cannot be assessed in these activities.

Adaptations and reasonable adjustments to activities

Any of the listed NEA activities may be adapted to suit different needs, but the way in which they are adapted depends on the individual need or disability. It is important that any adaptation or adjustment does not compromise the rigour and validity of the assessment; often it is the context of the performance which changes, such as the use of adapted equipment or rules and regulations. In some cases, a particular move or technique required in an activity can be substituted for a suitable alternative, as appropriate.

Specialist team activity list

Specialist individual activity list, offsite activities.

Schools and colleges are required to provide audio-visual evidence of student performances in all activities undertaken outside their direct supervision and/or that cannot be replicated at a live moderation visit. The audio-visual evidence must clearly show how the student has met the criteria set out in the specification and the marks awarded. This evidence must be available for moderation.

Health and safety

All schools and colleges must be fully aware of the recommended safety procedures as laid down by the governing body for that sporting activity and as recommended by the Association for Physical Education (AfPE). Schools and colleges are reminded that students should adhere to the rules appropriate to the activities undertaken and be actively encouraged to take ownership of appropriate risk management strategies to reduce the chances of injury to themselves and/or others.

Activities criteria

Students must be assessed using the specified criteria for each activity and the levels of response mark schemes provided for each activity.

Amateur boxing

Hooks – left and right.
Straight – left and right.
Ring work/evasion skills, including defensive guard.

Part 1 – Skills (10 marks)

Part 2 – Full context (15 marks)

Students should perform in a fully competitive boxing bout 3 x 2 minute rounds, 4 x 2 minute rounds or 3 x 3 minute rounds (males only), demonstrating the appropriate skills against a suitably challenging opponent.

All boxers need to follow the appropriate medical and safety guidelines, as required by England Boxing. An appropriately qualified adult must supervise the bout.

Association football

Students cannot be assessed in five-a-side football or futsal.

Students should perform in a fully competitive association football match (11 versus 11), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students should be assessed in two separate athletic events. These could be from two different groups from the table below, for example a sprint and a jump, or two from the same group, for example shot put and discus.

Students cannot be assessed in a relay event.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase the pressure/intensity and incorporate direct competition in conditioned drills, for example sprint start only in isolation, include the drive phase, incorporate full speed, add some competition out of the blocks or in the long jump take off, start with short run up, longer run up, incorporate speed, add competition. This must not be in a fully competitive athletic competition.

Students should perform both events in a fully competitive meet. This should involve direct objectively measured competitors. The events can be assessed through competitive athletics at school or at club level (or higher). Students should demonstrate their ability in both events against suitably challenging opponents.

Students can be assessed in singles format or in doubles format. They cannot be assessed in both badminton singles and in badminton doubles.

Service – high, low, flick (forehand or backhand).
Overhead – clear, drop (forehand and backhand where appropriate).
Underarm – clear, drive, drop (forehand and backhand where appropriate).

Students should perform in a fully competitive game of badminton (singles or doubles), demonstrating the appropriate skills against a suitably challenging opponent(s).

Dribbling – using both hands, change of pace and direction.
Passing – chest, javelin, bounce, overhead, use of the fake.
Receiving/intercepting – making a target (signalling), one/two handed catch, stationary and on the move, differing speeds and heights, rebounding, stealing.
Shooting – lay-up, set shot, jump shot, free shot, use of the fake.
Footwork and marking – stopping (jump stop, stride stop), pivoting, getting free, tracking (drop step).

Students should perform in a fully competitive basketball match (5 versus 5), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students being assessed in camogie cannot also be assessed in hurling.

Passing/receiving/hand pass/solo run.
Catching – body catch and high catch.
Striking – ground strike, striking from the hand.
Lifts – roll and jab lift, moving and stationary sliotars.
Challenging attackers/blocking – ground block, hooking, overhead block.

Students should perform in a fully competitive camogie match (15 versus 15), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Canoeing/kayaking (slalom)

Students cannot be assessed in both canoeing and kayaking. Students being assessed in canoeing/kayaking (slalom) cannot also be assessed in canoeing/kayaking (sprint), rowing or sculling.

Paddling forward and using sweep.
Breaking in and out – using bow rudder and stern rudder (upstream gate).
Ferry glide – forward and reverse spin.
Negotiating and use of currents and water features – stoppers, standing, waves.
Support strokes – high brace and low brace.

Students should perform in a fully competitive slalom run against the clock and on appropriately challenging course. This should be on a slalom course with a minimum of 18 gates (green and red). The difficulty of the course chosen should be appropriate to the level of ability of the performer.

Canoeing/kayaking (sprint)

Students cannot be assessed in both canoeing and kayaking. Students being assessed in canoeing/kayaking (sprint) cannot also be assessed in canoeing/kayaking (slalom), rowing or sculling.

Paddling/strokes – preparatory position, power phase.
Change of pace/rate.
Recovery – refining the stroke, capsize.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with simple drills showing the full technique of the skills but should aim to increase pressure and incorporate pace and direct competition in conditioned drills. This must not be in a full race.

Students should perform in a fully competitive race, demonstrating the skills appropriate to their chosen race. The standard of the race should be appropriately challenging for the performer. The sprint should be over a distance appropriate to the age of the student.

Batting (defensive) – front and back foot.
Batting (attacking) – front and back foot (drive, pull, hook, cut, sweep).
Bowling – medium pace or fast pace or spin (line, length, variation).
Catching in the field (from close, from distance) or catching as wicket keeper (standing up, standing back).
Throwing and ground fielding in the field (from close, from distance) or stumping and recovery work as a wicket keeper.

Students can choose to be a fielder or wicket keeper for skills 4 and 5 to suit their preferred position.

Students should perform in a fully competitive cricket match (11 versus 11), demonstrating the skills appropriate to their chosen positions. Performers must choose two of the following roles for the purposes of assessment:

field/wicket keep.

The standard of the game should be appropriately challenging for the performer.

Cycling (road)

Students being assessed in road cycling cannot also be assessed in track (indoor/outdoor) cycling or BMX. Time trialling is allowed with staggered starts (5 skills only).

Flat road technique/pace maintenance – in and out of saddle.
Ascending technique.
Descending technique (including braking).
Chain ganging (not appropriate for time trialling).

All skills/techniques should incorporate the efficient use of gear changes.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the cyclist in isolation but should aim to increase pressure and incorporate direct competition in conditioned drills through adding additional riders and increasing the pace. This must not be in a fully competitive race.

Students should perform in a fully competitive cycling race (at least 10 miles), demonstrating the appropriate skills against suitably challenging opponents and on a suitably challenging route/course/stage. The level of challenge should be taken into consideration when awarding marks.

Cycling (track)

Students being assessed in track (indoor/outdoor) cycling cannot also be assessed in road cycling or BMX.

Starts – standing.
Sprint finish.
Track position – use of various coloured lines.
Chain ganging/riding in a group.
Basic riding technique – in and out of the saddle.

Students should perform in a fully competitive track (indoor/outdoor) race, demonstrating the appropriate skills against suitably challenging opponents. The level of competition should be taken into consideration when awarding marks.

Dance can be assessed as a solo performance, a duet performance or a group performance. Students can only be assessed in dance once.

Travel, locomotion, stepping and pathways.
Balance (static and/or dynamic).
Rotation, turning and weight transference.
Jumps and elevations.
Gestures and motifs.

The following dance genres are permitted: ballet, ballroom, contemporary, cultural dance, folk, street and tap. The style of dance chosen for assessment must enable the student to display each of the core skills/techniques specified, and must enable the student to be assessed against the dance descriptors below. If the style of dance does not meet these criteria, then a student cannot be assessed in that style.

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Progressive practices may start with moves in isolation but should aim to link moves together. Assessment must not be based on fully competitive competition/performance.

Students should perform a full routine in a competition/performance. This can be in a solo performance, a duet performance or a group performance and should last at least two minutes. The level of performance should suitably challenge the performer.

Students can only be assessed in platform diving.

Take-off/elevation – forward and backward (two dives).
Take-off/elevation – (one from) inward/reverse/twisting/handstand.
Execution/body position – (corresponding to the two dives chosen in skill 1) pike/straight/free/tuck/twisting.
Execution/body position – (corresponding to the dive chosen in skill 2) pike/straight/free/tuck/twisting.
Entry position of the three dives.

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Three dives should be attempted (two from skill 1 and one from skill 2). Progressive practices may start with part of the dive in isolation but should aim to link the component parts (approach, take off, elevation, execution and entry) of the dive together.

Students should perform in a fully competitive diving competition, consisting of six different dives. The level of competition should suitably challenge the performer.

Rider position – head, shoulder, hip, heel, hands (when walking, trotting, cantering).
Transitions – increase and decrease in pace.
Application of aids – maintaining impulsion, correct bend, contact, feel, outline (when walking, trotting, cantering).
Basic school movements – circles, changes of direction, lines (centre, quarter), looping figures (serpentines, figure of 8), awareness of diagonals (trot) and lead leg (canter).
Basic jumping – impulsion, position, balance, rhythm, stride (minimum height of 75 cm).

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Progressive practices may start with the moves in isolation but should aim to link them together/increase pace/change direction (as appropriate). This must not be in a fully competitive event. Riding position/technique should be considered when assessing all skills.

Students should perform in a fully competitive equestrian event. Students can choose to perform in a dressage test, showing class individual, show jumping or working hunter class event. The level of competition should suitably challenge the performer and where possible, the official score sheet should be available.

Gaelic football

Students should perform in a fully competitive Gaelic football match (15 versus 15), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Tee shots – driver, hybrid and/or long iron.
Longer fairway irons/hybrid equivalent – a range of at least three clubs between 1 iron and 6 iron.
Shorter fairway irons – a range of at least three clubs between 7 iron and sand wedge.
Pitching/chipping around the green.
Bunker play.
Putting – long, medium, short, break.

Students should perform the core skills/techniques/shots in stable and adaptive situations. The demonstration of each core skill may start with the skill in a stable environment, eg driving range and/or practice fairway, putting green, but should progress to show the shots being played on a variety of golf holes (par 3, 4, 5). This must not be in a competitive game.

Students should perform in a fully competitive game of golf over a minimum of 9 holes demonstrating the appropriate skills/shots. The chosen course should suitably challenge the player and his/her handicap.

Students must be assessed in floor routines and apparatus/specialism only. Students can only be assessed in gymnastics once. Students choosing rhythmic as their specialism cannot also be assessed in dance.

Jumps (choose two) – tucked/piked/straddle/straight/180° turn/others.
Rolls (choose two) – backwards/forwards/others.
Turns/overswings (choose two) – cartwheel/round off/forward or backward walkovers/handspring/back flip/others.
Balances (choose two) – handstand/headstand/arabesque/others.
Specialism (choose one) – beam (routine)/vault (two vaults)/rings (routine)/pommel horse (routine)/bars (routine)/rhythmic (short routine with ball, clubs, hoops, rope or ribbon).

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Progressive practices may start with the floor moves in isolation but should aim to link moves together. All floor moves have the option of ‘others’ to allow experienced performers to choose harder tariff moves, eg backwards roll to handstand.

One specialism should also be chosen to perform the following:

beam – short routine, linking moves
vault – two vaults
rings – short routine, linking moves
pommel horse – short routine, linking moves
bars – short routine, linking moves
rhythmic – short routine, linking moves.

Students should perform in a fully competitive gymnastics event. Students can choose to perform in a floor (artistic or rhythmic) or apparatus competition demonstrating the appropriate skills. A rhythmic routine can make use of a ball, clubs, hoops, rope or ribbon. The level of competition should suitably challenge the performer.

Students should perform in a fully competitive handball match (7 versus 7), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students should perform in a fully competitive hockey match (11 versus 11), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students being assessed in hurling cannot also be assessed in camogie.

Students should perform in a fully competitive hurling match (15 versus 15), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students should perform in a fully competitive lacrosse match (10 versus 10), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Passing and receiving (chest pass, shoulder pass, one/two handed passing).
Dodging – single/double/sprint.
Marking a player.
Shooting (close/distance) or rebounding (attacking or defending) or marking a pass/intercepting (centre court players).
Footwork and movement – landing on one/two feet, pivoting.

Students can choose to shoot or rebound or mark a pass/intercept to suit their preferred position.

Students should perform in a fully competitive netball match (7 versus 7), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Rock climbing

Students can be assessed indoors or outdoors.

It is suggested that students who wish to be assessed in climbing do so over multi-visits to an appropriate climbing wall ie not just one attempt. It is also recommended that students would be following the NICAS or NIBAS Award schemes. A starting point for students on either of these schemes should be assessed by someone who is qualified to make that judgement.

At A-level it is expected that students should be working at level HVS 5A/5B towards E1/5B or equivalent F5+ or F6a French (Sport) 5+/6a. Thus, for GCSE, students should be working towards or at this standard.

It is expected that students would make use of a minimum of 2 different climbs to demonstrate the following:

Rope work : Students, in a top rope capacity, should be able to tie in, belay and lower partners consistently and safely with effective communication. This could begin in a peer belay situation and progress through to students belaying independently although this would be with backup.
Three points of contact : Students should be able to climb a route of their choice showing 3 points of contact between moves. This could progress from a slab to overhanging terrain.
Traversing/climbing : Students should be able to climb a route of their choice demonstrating clear use of weight transfer and climbing techniques associated with this. This could progress from moves on a slab with three points of contact through to students only using two points of contact and effective body positioning to make the movement successful on steeper terrain.
Climbing at limit : Students should be able to demonstrate climbing at their limit using a variety of techniques in a progressive manner to make a successful ascent; this could progress from a rehearsed route through to a student on sighting at their limit.
Climbing overhanging/steep ground : Students should be able to climb successfully on overhanging terrain; this could be progressively overhanging through to very steep.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skill in isolation but should aim to increase in difficulty by linking skills together and by increasing the difficulty of the route. This must not be in a fully competitive climb.

Students should perform a climb, either in competition or against a suitably challenging environment, demonstrating the skills appropriate to their chosen route. The difficulty of the climb should be appropriately challenging for the performer.

Students being assessed in rowing cannot also be assessed in canoeing, kayaking or sculling.

Drive phase.
Extraction/finish position.
Recovery and preparation for the catch.
Paddling with square blades.

Students can be assessed in any of the following sized boats:

Students cannot be assessed in the role of cox.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with simple drills showing the full technique of the stroke but should aim to increase pressure and incorporate pace and direct competition in conditioned drills. This must not be in a full race.

Students should perform in a fully competitive race over a distance of 1,000 m or over, demonstrating the skills appropriate to their chosen race. The standard of the race should be appropriately challenging for the performer.

Rugby League

Students being assessed in Rugby League cannot also be assessed in Rugby Union. They cannot be assessed in tap/tag rugby.

Handling – holding and protecting the ball, running with the ball to evade the tackler, changing pace and direction (swerve and side-step).
Passing and receiving – long and short, at varying pace, spin, switch and scissors.
Tackling – front, rear, side, smother.
Retaining possession – in the tackle and on the floor.
Kicking (at least two from punt/spiral, grubber, drop kick/re-start, up and under, penalty/conversion) or running direct lines/winning collision point.

Students should perform in a fully competitive Rugby League match (13 versus 13), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Rugby Union

Students can be assessed in either 15-a-side or 7-a-side (rugby sevens). They cannot be assessed in both.

Students being assessed in Rugby Union cannot also be assessed in Rugby League. They cannot be assessed in tap/tag rugby.

Handling (passing and receiving, long and short, at varying pace, push, spin, switch/scissors).
Tackling (front, rear, side, smother, chop).
Maul (body position, binding, retaining ball).
Ruck (body, position, jackle, sealing off).
Kicking (at least two types from punt/spiral, grubber, drop kick/re start, box kick, up and under, penalty/conversion) or scrummaging (binding, body position, generation of power/hooking, as appropriate to position) or lineout.

Students can choose to kick or scrummage to suit their preferred position.

Students should perform in a fully competitive Rugby Union match (15 versus 15 or 7 versus 7), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Sculling (individual)

Students being assessed in sculling cannot also be assessed in canoeing, kayaking or rowing.

Students can only be assessed in a single scull.

Students being assessed in skiing cannot also be assessed in snowboarding.

Students can be assessed outdoor on snow or indoor on snow. They cannot be assessed on dry ski slopes.

Basic turning – turning both ways using parallel or carved.
Stopping/parallel stop/skid to halt – stopping to the left and right.
Linked turns over distance – whole indoor snow zone run or outdoor run including narrow and wide turns at different angles.
Traversing in both directions – different speeds/angles.
Skiing at speed – slalom through gates/round poles or moguls or tight turns.

Skills 1, 3 and 5 have options to allow the skier to choose what is appropriate to their ability or what is available to them.

Students should perform two timed runs on appropriately challenging slopes against the clock. These can be in an indoor snow zone around 10 poles or cones. Alternatively these could be outdoor around poles or cones or on suitable downhill runs. If outdoor, the colour of the run chosen should be appropriate to the level of ability of the performer.

Snowboarding

Students being assessed in snowboarding cannot also be assessed in skiing.

Students cannot be assessed on tricks.

Basic regular turns – on heel edge and toe edge/skid turns/narrow and wide.
Stopping on toe and heel edge.
Linked turns over distance – on a full indoor snow zone run or outdoor slope including fakie/switch turns and/or carved turns with narrow and wide turns.
Traversing at speed – different speeds/gradients.
Snowboarding at speed – through gates/round poles or moguls or tight turns.

Skills 3 and 5 have options to allow the snowboarder to choose what is appropriate to their ability.

Students should perform two timed runs on an appropriately challenging slope against the clock. These can be in an indoor snow zone around poles (10) or on an outdoor slope. If outdoor, the colour of the run chosen should appropriately challenge the performer.

Students can be assessed in singles format or in doubles format. They cannot be assessed in both squash singles and in squash doubles.

Service – forehand, backhand, variations.
Drives – forehand and backhand.
Volleys – forehand and backhand.
Boasts – forehand and backhand.
Lobs/drops – forehand and backhand.

Students should perform in a fully competitive game of squash (singles or doubles), demonstrating the appropriate skills against a suitably challenging opponent(s).

Students cannot be assessed in synchronised swimming.

Starts (dive or backstroke start) and finishes.
Arm action.
Leg action.
Body position and breathing.

Students should be assessed in two different strokes from the following:

breaststroke
front crawl.

Students should perform in two fully competitive swimming races/events. The two events chosen must involve two different strokes from the table below.

The strokes can be assessed through competitive swimming at school or at club level (or higher). Students should demonstrate their ability in both races/events against suitably challenging opponents.

Table tennis

Students can be assessed in singles format or in doubles format. They cannot be assessed in both table tennis singles and in table tennis doubles.

Service – forehand and backhand (with and without spin as appropriate).
Drives – forehand and backhand (with and without topspin as appropriate).
Push – forehand and backhand (with and without backspin as appropriate).
Smash – forehand and backhand (with and without spin as appropriate).
Lob – forehand and backhand (with and without spin as appropriate).

Students should perform in a fully competitive game of table tennis (singles or doubles), demonstrating the appropriate skills against a suitably challenging opponent(s).

Students can be assessed in singles format or in doubles format. They cannot be assessed in both tennis singles and in tennis doubles.

Service – power, placement and variation (eg slice).
Groundstrokes – forehand, backhand and drop shot.
Smash – to show power and/or placement.
Lobs – forehand and backhand.

Students should perform in a fully competitive game of tennis (singles or doubles), demonstrating the appropriate skills against a suitably challenging opponent(s).

Trampolining

Shapes (minimum two) – straight/tuck/pike/straddle/others.
Drops (minimum two) – front/back/seat/others.
Twists (minimum two) – half/full/others.
Twisting/rotation (minimum two) – half twist to or out of front drop/half twist to or out of back drop, seat half twist to feet/seat half twist to seat (swivel hips)/front drop to seat, cat twist/turntable/others.
Advanced rotation (minimum one) – front somersault/back somersault/hands, knees and over/barani/others.

Students should perform the core skills/techniques in increasingly demanding and progressive practices. Progressive practices may start with the moves in isolation but students should aim to increase height and maintain consistency. All moves have the option of ‘others’ to allow experienced performers to choose harder moves. However, staff should be suitably qualified to supervise the difficulty level of moves chosen. Assessment must not be based on fully competitive competition. The difficulty tariff of moves selected by the candidate should be considered when marking.

Students should perform a fully competitive 10 bounce routine. Students can choose the content of their routine but it should contain at least one example of each of the core skills. Straight bounces can be used at the beginning of the routine to gain height before the routine starts. The level of competition/tariff difficulty chosen should suitably challenge the performer.

Service – underarm and overarm.
Dig – one arm/two arm (receiving serve and from team mates).
Volley – set, straight, sideways, overhead.
Smash/spike.
Block – single and double.

Students should perform in a fully competitive volleyball match (minimum 4 a-side), demonstrating the skills appropriate to their chosen position . The standard of the game should be appropriately challenging for the performer.

Acrobatic gymnastics

Students can be assessed as a pair or group.

Unassisted moves – two static balances.
Unassisted moves – two dynamic movements, eg leaps, jumps, twists, tumbles.
Assisted moves – two static balances (can be towers/pyramids) to show appropriate dismount/support/catch.
Assisted moves – two dynamic moves (can be flips, twists) to show flight and appropriate dismount/support/catch.
Artistry – linking skills to show partnership, expression, creativity and musicality.

Students should perform the core skills/techniques in increasingly demanding and progressing practices. Progressive practices may start with the skill in isolation but should aim to increase further difficulty and challenge either through linking skills before and after the focus skill or by increasing the difficulty.

Skills cannot be shown in a fully competitive event for part 1. Skills can be performed as a pair or as a group.

Students should perform a single routine in a fully competitive acrobatic gymnastics competition appropriate to the level of ability of the performer.

This can be in a pair, or in a group. The routine can be a balance, dynamic or combined routine. All routines should have a maximum duration of 2 minutes 30 seconds.

Schools and colleges should include details of each student's routine with their evidence, including a tariff sheet.

Cycling (BMX)

Students being assessed in BMX cannot also be assessed in track or road cycling.

Starts/finishes.
Manuals – singles, multiples.
Cornering – low to high, high to low, block.
Jumping – singles, doubles.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the cyclist in isolation but should aim to increase pressure and incorporate challenge through additional riders and increasing the pace. This must not be in a fully competitive race.

Students should perform in a fully competitive BMX race (this should not be an individual time trial) demonstrating the skills appropriate. The standard of the race should be appropriately challenging for the performer.

Figure skating (individual)

Students can only be assessed in figure skating once. Students being assessed in singles skating cannot also be assessed in pairs skating, ice dance or synchronised skating.

Skating skills: edges and control, stroking, crossovers in all directions, transitions from forwards to backwards and backwards to forwards.
Steps (minimum of 3) step sequences covering the full ice surface: toe steps, crossrolls, mohawks, choctaws.
Turns (minimum of 3): three turns, brackets, rockers, counters, twizzles, loops.
Combination spin: change of foot and a minimum of eight revolutions or six revolutions without a change of foot.
Jumps (minimum of 3): axel, double salchow, double toe loop, double loop, double flip, double lutz or others.
Moves in the field (minimum of 3): spirals, tea-pots, hydro glides, ina bauers, spread eagles, split jumps, drags.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skater in isolation but should aim to increase pressure and incorporate challenge through more challenging drills which link different aspects. This must not be in a fully competitive figure skating routine.

Students should perform in a fully competitive skating routine demonstrating the appropriate skills. The standard of the routine should be appropriately challenging for the performer. The routine should be well-balanced and last a minimum of 1 ½ minutes but no more than the stated maximum length for the level of competition (refer to British Ice Skating technical requirements for national singles competitions).

Figure skating (team)

Steps (minimum of 3): a step sequence of any pattern covering the full ice surface: toe steps, crossrolls, mohawks, choctaws.
Turns (minimum of 3): three turns, brackets, rockers, counters, twizzles in or out of hold showing good unison.
Solo spin: with a change of foot (minimum of eight revolutions) or without a change of foot (minimum of five revolutions)
Pair spin: with a minimum of five revolutions.
Side by side jump showing unison (minimum of 3): salchow, toe loop, loop, flip, lutz or others.
Pair lift: armpit or waist hold with at least one full rotation.
Skating skills : edges and control, stroking, crossovers in all directions, transitions from forwards to backwards and backwards to forwards.
Steps in unison (minimum of 3): a step sequence of any pattern covering the full ice surface: toe steps, crossrolls, mohawks, choctaws.
Turns in unison (minimum of 3): three turns, brackets, rockers, counters, twizzles showing a variety of holds.
Dance spins: at least two rotations each in a minimum of two different positions (upright, sit, camel).
Twizzles in unison: minimum of one revolution clockwise and one revolution anti-clockwise.
Dance lift: one held dance lift (minimum of 3 seconds and maximum of 7 seconds) with or without rotation.
Circle shape (at least four skaters).
Line: linear, parallel or diagonal element.
Block: pivoting or linear element.
Wheel: rotating element.
Intersection: to include preparation, approach, point of intersection and exit.
Free skating moves (any 2): spirals, spread eagles, ina bauers or others.

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills should aim to increase pressure and incorporate challenge through more challenging drills which link different aspects. This must not be in a fully competitive figure skating, ice dance or synchronised routine.

Students should perform in a fully competitive skating/dance/synchronised routine demonstrating the appropriate skills. The standard of the routine should be appropriately challenging for the performer. The routine should be well-balanced and last a minimum of 1.5 minutes but no more than the stated maximum length for the level of competition (refer to British Ice Skating technical requirements for national singles competitions).

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with skills in isolation but should aim to increase pressure and incorporate challenge and direct competition in conditioned drills. This must not be in a full (5 versus 5) futsal game.

Students should perform in a fully competitive futsal match (5 versus 5), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Students should perform in a fully competitive ice hockey match (6 versus 6), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Inline roller hockey

Students should perform the core skills/techniques in increasingly demanding and progressive drills. Progressive drills may start with the skills in isolation but should aim to increase pressure and incorporate challenge and direct competition in conditioned drills.

This must not be in an inline roller hockey match (5 versus 5).

Student should perform in a fully competitive inline roller hockey match (5 versus 5) demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Sailing (individual)

Students are assessed in the role of helm. Students should be using a sailing boat class recognised by the Royal Yachting Association (RYA) . It is recommended that students would be following the RYA National Sailing Scheme.

Tacking (transition)
Gybing (transition)
Upwind and downwind technique (showing application of trim, balance, course made good (CMG), sail setting and centreboard, if applicable)
Mark rounding (showing application of trim, balance, CMG, sail setting and centreboard, if applicable)
Boat speed and control

Students should perform the core skills/techniques in increasingly demanding and progressive practices and application. Progressive exercises may start with the skill in isolation but should aim to increase speed and incorporate further difficulty and challenge.

This must not be in a fully competitive sailing event.

Students should perform in a fully competitive sailing event, demonstrating the appropriate skills against suitably challenging opponents, at a suitably challenging event. The level of event challenge (club, regional or national) should be taken into consideration when awarding marks, and be appropriate to the competency and ability of the performer.

Sailing (team)

Sculling (team).

Students being assessed in team sculling cannot also be assessed in canoeing, kayaking, rowing or single sculling.

Students can be assessed as a pair (doubles) or as a four (quads).

Students should perform in a fully competitive race as a pair (doubles) or four (quads) over a minimum distance of 1,000 metres, demonstrating the skills appropriate to their chosen race. The standard of the race should be appropriately challenging for the performer.

Students should perform in a fully competitive water polo match (7 versus 7), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Windsurfing

It is recommended that students would be following the RYA National Windsurfing Scheme.

Upwind and downwind technique (showing application of trim, balance, course made good (CMG), sail setting and centreboard, if appropriate)
Mark rounding (showing application of trim, balance, CMG, sail setting and centreboard, if appropriate)
Board speed and control

Students should perform in a fully competitive windsurfing event, demonstrating the appropriate skills against suitably challenging opponents, at a suitably challenging event. The level of event challenge (club, regional or national) should be taken into consideration when awarding marks, and be appropriate to the competency and ability of the performer.

Specialist activities criteria

Blind cricket.

Batting (attacking) – front and back foot.
Bowling – medium pace or fast pace or spin (line, variation).

Students should perform in a fully competitive blind cricket match (11 versus 11), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Sending the ball.
Providing scoring opportunities – accuracy and direction.
Control of delivery length and speed.
Playing to different areas of the court.
Preventing scoring opportunities.

Students should perform in a fully competitive boccia match, demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Ball control and gaining initial control.
Throwing – straight, bounce and rotation.
The ready position.
Shooting – dominant and non-dominant hand, penalty taking.
Defending – forming a barrier and covering the court.

Students should perform in a fully competitive goalball match (3 versus 3), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Service – varying direction, length and speed.
Push – forehand and backhand.
Block – forehand and backhand.
Power shot – forehand and backhand.

Part 1 – Full context (10 marks)

Students should perform in a fully competitive game of polybat singles, demonstrating the appropriate skills against a suitably challenging opponent.

Powerchair football

Control of the ball and receiving the ball.
Passing and shooting.
Holding ground and closing down.
Creating space.

Students should perform in a fully competitive power chair football match (4 versus 4), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Table cricket

Bowling – line and length, biased and non-biased balls.
Batting – holding the bat steady, guided push shot, placement.
Fielding – active panel fielding to intercept the ball.

Students should perform in a fully competitive table cricket match (6 versus 6), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Wheelchair basketball

Dribbling – two pushes and one bounce, continuous dribble.
Passing – chest pass, feed off pass, hand off pass, bounce pass, overhead pass, hook pass.
Catching/intercepting – one handed, two handed.
Shooting – one handed, two handed, free shot, lay-ups, hook shots.
Chair control – defensive, attacking.

Students should perform in a fully competitive wheelchair basketball match (5 versus 5), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Wheelchair rugby

Dribbling – one handed, two handed, front dribble.
Passing – flip, chest, bounce, lob, baseball, lead, push, two handed overhead, bump.
Catching – one handed, two handed.
Picking/blocking/screening.
Chair control.

Students should perform in a fully competitive wheelchair rugby match (4 versus 4), demonstrating the skills appropriate to their chosen position. The standard of the game should be appropriately challenging for the performer.

Performance analysis assessment (analysis and evaluation) – 25 marks

Students are required to analyse and evaluate performance in one activity from the specification. Students can analyse and evaluate their own performance or the performance of another person, so long as it is in an activity that is from the specification.

Students are required to analyse and evaluate performance to identify two strengths and two weaknesses. They then need to produce an action plan that suggests ways to improve upon the two weaknesses that they have identified.

This work can be completed in either written or verbal format. If it is written, then written evidence must be available for moderation. If it is completed verbally, then it must be evidenced by an audiovisual recording, which must be available for moderation.

Analysis – strengths and weaknesses (15 marks)

Students are required to analyse performances in one activity from the specification in order to identify and justify suitable strengths and weaknesses in the performances.

With reference to recent competitive performances in the chosen activity, students should identify two strengths.

One strength should be a fitness component (relevant to their chosen activity). Reference should be made to an appropriately relevant and developed fitness component, justifying how it has benefited performance.

One strength should be a specific skill/technique (from those listed in the activity criteria) or tactic/strategy/aspect of choreography (as appropriate), which has been used when performing their chosen activity. If a skill is chosen, reference should be made to the technique used and how that technique benefited performance. If a tactic/strategy is chosen, reference can be made to a description of the student’s role within that tactic/strategy and how it benefited performance. If an aspect of choreography is chosen, reference can be made to how choreographed movement benefited performance.

In choosing these strengths, students must fully justify their choices, making reference to the impact and benefit they provided in recent, fully competitive performances.

With reference to recent competitive performances in the chosen activity, students should identify two weaknesses.

One weakness should be a fitness component (relevant to their chosen activity) where improvement is needed. Reference should be made to an appropriately relevant and developed fitness component, justifying how it has negatively affected performance.

One weakness should be a specific skill (from those listed in the activity criteria) or tactic/strategy/aspect of choreography (as appropriate) where improvement is needed. If a skill is chosen, reference should be made to the technique used and how that technique hindered performance. If a tactic/strategy is chosen, reference can be made to a description of the student’s role within that tactic/strategy and how it hindered performance. If an aspect of choreography is chosen, reference can be made to how choreographed movement negatively affected performance.

In choosing these weaknesses, students must justify their choices, making reference to how competitive performances have been negatively affected.

Students should be marked on their analysis of performance using the following descriptors.

Evaluation – the use of theoretical principles to cause improvement (10 marks)

Using appropriate theoretical content included in the specification, students should produce an overall plan of action that suggests ways to improve upon the weaknesses that they have identified as part of their analysis.

This plan of action must include:

an identification of an appropriate training type to improve the fitness weakness
a full description of one training session that provides an example of what could be used for the performer
an explanation of how prolonged use of the identified training type could improve the fitness weakness
an identification of one other relevant part of the specification (not another training type) which, when applied, could bring about improvement in the skill/tactic/strategy/aspect of choreography weakness
an explanation of how the additional specification content selected could lead to improvement of the identified weakness.

Theoretical content chosen must be justified in relation to the identified personal weaknesses with an indication of how improvement is likely to occur.

Students will not be assessed on whether improvement actually occurs.

Students should be marked on their evaluation of performance using the following descriptors.

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GCSE PE Moderation Day GUIDE: NETBALL AQA 8582 NEA2

Subject: Physical education

Age range: 11-14

Resource type: Assessment and revision

Last updated

15 March 2019

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This Guide is for GCSE PE Teachers .

The Moderation Day Guide is an A4 guide to how to avoid downward adjustments.

The guide for NEA 2 addresses the most common reasons for downward adjustments under 5 Key headings:

Environment Challenge Duration Officiate Context

If the information under these headings are followed then moderators should have no reason to request downward adjustments.

The guides do not address how to mark with accuracy. These guides (Mark sheets/ Student progress sheets) are also available through TES Resources.

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danoleary86

Of little substance other than common sense. Thank you for advising me to consider where the sun is.

Last year moderators witnessed and as a consequence had to downward grade some excellent students due to schools not following "common sense" swimming pools not the correct length causing short distance races, footballers not seen doing all 5 core skills in NEA1, goalkeepers playing with the sun in their eyes, athletes only showing one discipline, GS in Netball not showing Shooting core skills in NEA1, in short schools not recognising the need to plan correctly to ensure students were placed in environments which allowed them to showcase their full marks

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